Meeting the Higher Education Needs of Okinawa-Based U.S. Marines. A thesis presented by. Tina M. Smilie to The School of Education

Transcription

1 1 Meeting the Higher Education Needs of Okinawa-Based U.S. Marines A thesis presented by Tina M. Smilie to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education College of Professional Studies Northeastern University Boston, Massachusetts September 2014

2 2 Table of Contents Abstract 4 Acknowledgements 6 Dedication.. 7 Chapter 1: Introduction..8 Problem of Practice 8 Meeting the Higher Education Needs of Okinawa-Based Marines...13 Goals and Significance.. 14 Contracted Schools on Okinawa 17 Institutional Overview 18 Marine Tuition Assistance..20 Marines on Okinawa...21 Research Questions.23 Overview of Theoretical Frameworks The Schlossberg Theory of Transition 24 The Transformative Learning Theory.25 Review of the Literature..25 Research Design..26 Justification...28 Chapter 2: Literature Review.30 Introduction.30 Current Issues Affecting Student Veterans.32 The Post-9/11 G.I. Bill 33 Higher Education Practices in Supporting Student Veterans..35 Services for Student Veterans..36 Operation College Promise..41 Transition Services to Assist Marines..42 Chapter 3: Research Design Introduction..46 Research Question and Sub-Questions.47 Overview of Methodology 48 Interpretive Phenomenological Analysis Setting and Access to Participants 50 Survey Items Data Collection Data Analysis.55 Validity..56 Chapter 4: Presentation of Data and Research Findings 58 Introduction 58 Research Question and Sub-Questions..58 Data Analysis...58 Textual Coding.59 Contextual Coding...59

3 Survey..59 Results..61 Reasons for Separation from the Marine Corps...62 Marines Perception of Their Readiness to Attend College.66 Marines Perception Regarding the Level of Service They Received from the Education Center..70 Marines Perception of the Types of Services They Would Like to See from the Education Program, Reaching Marines Early During Their Tour on Okinawa, and Other Information They Shared Regarding the Study..74 Education Center Personnel Discussion Group...78 Findings Conclusion 82 Chapter 5: Discussion and Implications.84 Overview of Purpose and Method...84 Overview of Methodology...84 Statement of Findings..85 Findings 87 Findings Tied to Theoretical Frameworks...91 Implications for Future Investigation...93 Conclusion 98 References Appendix A.116 Appendix B.117 3

4 4 Abstract The transition of a service member from the military to life as a civilian is a transformational process that takes place each day for the men and women serving in the armed forces. This transition is even more challenging when a service member decides to return to college after four years of serving as a U.S. Marine. There is a gap in research to determine what military services can do to help prepare service members prior to their transition to become student veterans at institutions of higher education. Due to this gap, the primary and secondary research questions that frame this research focus on determining how the Marine Corps Voluntary Education Program can best prepare Marines to successfully transition to civilian life and pursue higher education, as well as how military training and experiences, education, career, and transition services and counseling prepare Marines for this transition. Two theoretical frameworks were utilized to further the understanding of the transition experiences of Marines preparing to become college students Schlossberg s Theory of Transition and Mezirow s Transformative Learning Theory. An Interpretative Phenomenological Analysis research design addressed the research questions. This research design allowed Marines to share their lived experiences in their transition process through surveys and a focus group. The findings of this research conclude that the military services Voluntary Education Programs role in the preparation of service members transition to college campuses is an important one and that there is a need to further investigate the existing programs that provide education, transition information and services to Marines on Okinawa, as well as to service members worldwide. The military services acceptance of what research reveals to create additional and timely services for transitioning service members and to afford them the opportunity to take advantage of services offered to ease their transition is crucial.

5 Key words: veterans, student, higher education, college, transition, transformative learning theory, transition theory, Marine Corps, Marines. 5

6 6 Acknowledgements I offer sincere gratitude to Dr. Lynda Beltz whose mentorship and tutelage was invaluable to me both personally and professionally. Her confidence and support of me throughout this process provided the role model I needed to complete this study from afar. Her contributions and guidance to the successful completion of this investigation will always be very much appreciated. I also thank Dr. Kristal Clemons and Ms. Jodie Parker for their readership, guidance, encouragement and assistance in serving on my thesis committee. I am blessed to have such an outstanding group of professionals to guide me through this process. I acknowledge the Voluntary Education Program personnel who serve across the globe in assisting service members in pursuing their educational and career goals each and every day. I would also like to thank the staff of the Marine Corps Education Program on Okinawa for their unwavering support of Marines and family members. A sincere acknowledgement and gratitude for the men and women who serve in the U.S. Marine Corps for their courage, tenacity, and protection of our freedom as U.S. citizens. I wish all of you success when it is your time to transition to civilian life.

7 7 Dedication This dissertation is dedicated to my family for their unwavering support and encouragement. To my parents, Fred and Kimiko Kingsbury, who did not have the opportunity to attend higher education, I thank them for teaching me the value of never giving up and for encouraging me for many years. I thank my husband, Thomas Alan Smilie, for his constant support and encouragement. I have been going to school during our entire marriage and without his support for my educational endeavors this goal would not have been possible. I thank my daughter, Summer Smilie, for sharing her time with me during countless evenings, weekends and holidays while I worked on my studies. She is my daily inspiration and I am so fortunate to have her as my daughter. I thank my sister, Christine James and my niece, Kiyomi Nunez, for being my cheerleaders and for their support and belief in me. They inspire me with their wisdom and strength, and I look forward to what the future brings for us all.

8 8 Chapter One: Introduction Problem of Practice Many young veterans of the Iraq and Afghanistan wars are ending their careers in the Marine Corps and choosing to enter or return to school and resume life as civilians. It is estimated that the current Marine population of 202,000 will be reduced to 174,000 by 2017 (Feickert, A, 2014, p.1). Many Marines are voluntarily leaving the Marine Corps as their first enlistment of four years of active duty service are coming to an end. In addition, with the downsizing of the military during peacetime, many more Marines will be involuntarily released from serving in the Marine Corps as will be the case of all military services. At the same time of the drawdown in military forces, the Marine Corps will continue to be instrumental in the Asia-Pacific region, particularly on the island of Okinawa, where over 13,000 Marines are currently assigned. This region and its need for global growth, will see a resurgence of Marines in the Unit Deployment Program (UDP) to provide continuous training opportunities for Marines to protect America s and our Asian partners assets and to maintain peace, stability and respond to national disasters in this strategic part of the world. Due to the increasing number of service members leaving active duty service, coupled with the improved GI Bill benefits available to them, a significant number of veterans are entering higher education. Currently, the Post 9/11 GI Bill benefits are for veterans who began their active duty service after September 10, The benefit is afforded to veterans who have served a minimum of 90 days and who were honorably discharged. Thirty-six months of benefits may be used for up to fifteen years after leaving active duty service. Currently, the Post 9/11 GI Bill affords veterans with the following benefits: Tuition Assistance for the Academic Year:

9 9 Maximum Tuition & Fee Reimbursement per Academic Year Type of School Public School Private or Foreign School Maximum Reimbursement All Tuition & Fee Payments for an in-state Student Up to $19, per academic year National Maximum (see next table for exceptions) Military Housing Allowance: MHA Rate Exceptions Type of School MHA Rate Foreign School $1, Schools in US Territories E-5 with dependents OHA Rate for school location Exclusively Online Training (No Classroom Instruction) $ Attending classes at ½ time or less Active Duty Trainee (or transferee spouse of servicemember) NOT PAYABLE NOT PAYABLE A yearly book stipend of $1,000 is also included ( With the extensive benefits of the Post-9/11 GI Bill, institutions of higher education can expect to see an increase in their veteran population for years to come. Recent improvements to the GI Bill also include the ability of an active duty service member to transfer benefits to spouses and children if the service members elects not to pursue higher education themselves (Sewell, 2010). It is estimated that the number of Post-9/11 veterans aged 39 or younger grew from 2007 s 1.2 million to nearly 2 million in 2013 (Radford, p. 5). While the exact number who will choose to use these higher education benefits

10 is unknown, many of these young veterans receive little preparation to enter institutions of higher learning. 10 The Department of Defense (DoD) Directive , titled Under Secretary of Defense for Personnel and Readiness, dated June 23, 2008, established policies, assigned responsibilities, and provided procedures for the military services to provide and administer the mandatory Transition Assistance Program (TAP). This program mandates all service members separating from active duty service participate in TAP and that commanders are required to sign-off that all service members completing TAP have an individual transition plan (ITP). In 2012, TAP was revised to the Transition GPS (Goals, Plans, Success). The DoD redesigned the TAP program and incorporated partnerships with the Department of Veterans Affairs, the Department of Labor, the Department of Education and the Small Business Administration to provide service members with the information and tools they need to be career ready upon separation from active duty service in the military. This revised transition program is designed to ensure that the current generation of service members is provided the tools they need to make them successful in their transition from military to civilian life. The Transition GPS, currently known as the TRS Seminar, was implemented in March 2012 at all Marine Corps installations. It is a DoD mandated, weeklong program that all service members are required to participate in prior to separating from active duty. The core curriculum consists of two days of information on: an Individual Transition Plan (ITP), a 12-month budget, registration in the VA s e-benefits program, counseling on military reserve service, resiliency training (family needs, stress management, support systems, special issues, and value of a mentor), and a Military Occupation Crosswalk (MOC) - a two hour program that identifies gaps in skills obtained in the military versus skills required to be successful in a civilian career. The transferability of military skills to civilian credentials/career fields, and completion of assessments to assist service members with their interests/skills are also a component in the MOC Crosswalk program. Two days of Department of Labor employment workshops are provided where

11 11 service members complete at least two job applications, a resume, and a list of professional references. On the last day of the week, service members can choose a four-hour pathway of their choice, which includes the College/University Pathway or the Employment Pathway. The target population of TRS is service members who are years old, have completed their first four years of active duty service, are involuntarily separated from active duty, or electing to separate from active duty service in a short timeframe. In the Marine Corps, separating Marines must meet with their career counselor for preseparation counseling. At that time, they are recommended and enrolled into the TRS, which is usually 12 months prior to separation from active duty. The final segment of the TRS is the Capstone. The career planners review each Marine s Individual Transition Plan at least 90 days prior to separation from the Marine Corps. The Commanding Officer will then meet with the Marine and verify completion of all TRS requirements and sign off on the ITP Checklist. Transition Readiness Advisors, who are employed in the Marine Corps Education Program, conduct the four-hour TRS College/University Pathway. There are three TRS Advisors currently employed in the Education Program on Okinawa. They serve as facilitators and conduct education workshops, activities and events, provide one-on-one counseling to transitioning Marines and family members, serve as subject matter experts in contributing to the Marine Corps Education Program, assist Marines in conducting online educational and career assessments, and assists in providing program analysis. Following the completion of the core Transition Readiness Seminar (TRS) week of briefings, Marines may choose a non-mandatory, supplemental, two-day Accessing Higher Education track or Career Technical Training track. An Entrepreneur Pathway will be provided by the Small Business Association several times a year. The Accessing Higher Education track is provided by the Education Program s TRS Advisors. In this two-day track, Marines receive more comprehensive and in-depth information and assistance on preparing for college. They also complete additional online assessments

12 to determine interests, skills, and their choice of college majors, complete a college application, compare educational institutions, and receive one-on-one counseling from TRS Advisors. 12 Marines are encouraged to take advantage of TRS by attending early (up to 14 months prior to their departure from active duty service), but in some cases, Marines attend only months away from becoming a civilian, which is little time to prepare and apply for schools, meet admission deadlines, find a residence, and start a new life as an adult in the civilian sector for the first time. Clemons and Milson (2008) indicated the lack of participation in transitional programs has serious implications for all transitioning service members, particularly those who entered the military with only a high school diploma and little knowledge of the civilian world of work (as cited in Simpson, A. & Armstrong, S., 2009, p. 179). These implications include a higher unemployment rate of 9% for veterans in 2013 versus 6.7% for U.S. citizens in general; the inability or lack of knowledge to obtain Veterans Affairs benefits such as medical care; rehabilitative services as well as social services; and the lack of preparedness for entering the civilian world (U.S. Bureau of Labor Statistics, 2014). Recent studies from the Society of Human Resources Management and the Department of Veteran s Affairs indicated that in today s economic climate, transitioning from the military to the civilian world will mean entering an unyielding job market and a period of unemployment for most veterans (Military.com, 2010). It is anticipated that additional education and career counseling will be needed to translate military experiences and specialty schools into civilian skills and educational credit. The transition from military to civilian life is a difficult one for most service members, especially in times of war. Service members need to seek and gain assistance for post-traumatic stress and other combat-related injuries and issues prior to separation from service in order to be effective in their transition to civilian life. Colleges and universities are rushing to prepare for the influx of student veterans entering campuses across the nation with the end of the long war in the Middle East, the downsizing of the military, and the generous educational and living allowance benefits of the GI Bill. But studies on how

13 13 the military services can assist colleges and universities in the transition of service members to higher education are virtually non-existent. Currently, Marines on Okinawa have indicated in overwhelming numbers that they need the assistance and information on attending college well in advance of transitioning out of the military. Higher education professionals must be prepared for this special population of students and their specific needs. Meeting the Higher Education Needs of Okinawa-Based Marines This dissertation is a study of the Marine Corps Voluntary Education Program s existing services, additional needed services, and what could be improved upon to provide a roadmap for Marines on Okinawa in preparation for separation from military service and entry to an institution of higher education. It was undertaken with the hope that the findings may assist Marine education practitioners on Okinawa, and in other military services around the world by recommending additional, appropriate services and information to provide to service members departing the military and supporting their transition to civilian life and education. Goals and Significance The sub-tropical island of Okinawa is approximately 400 miles south of mainland Japan and has an area of approximately 70 miles long and 7 miles wide. It is strategically located in Asia and is 600 miles from the Korean peninsula, 1,145 miles from China, with the East China Sea to the left and the Pacific Ocean to the right. The Marines were the first to land on Okinawa in 1945 during the Battle of Okinawa in World War II. Today, there are currently 13,117 Marines stationed on the island of Okinawa in a peacekeeping capacity. There are approximately 50,000 total American service members and family members (from all branches of military services) currently stationed on the island of Okinawa (Asahi Newspaper, 2013). President Obama in May 2013 identified what he referred to as a Pivot to Asia as the war draws down in the Middle East and the focus of the military in Asia turns to

14 14 North Korea and their continuous threats of increasing their nuclear capacities and more recently, testing of long-range missiles in Asia (The Foreign Policy Initiative, May 2013). The Marine Corps is instrumental on Okinawa as they serve as peacekeepers, first responders for potential political outbreaks, and aid in humanitarian and disaster relief efforts in Asia. As seen in Table 1, 79% of Marines on Okinawa are between the ages of years of age, with 91% men and 9% women. The racial make-up of Marines on Okinawa are 63.6% White, 13.8% Hispanic, 12.8% Black, 4.5% Asian, and 5.4% Other/Unknown. A majority of the Marines ages years serving in their first enlistment (four years), have completed 16 weeks of basic training, have completed their military occupational specialty (MOS) school (training that can last for several weeks to several months depending on the MOS), and have completed their first tour of duty (four years of active duty service) at one or more duty stations. For Okinawa-based Marines, this may be their first duty assignment. The Marines in this study are assigned to the Marine Corps Base Camp S. D. Butler, in Okinawa, Japan. The Marine population is predominately a young population with 62% of Marines 25 or younger and 23% of Marines not old enough to legally consume alcohol (The Marine Corps: A Young and Vigorous Force, Dec 2012, p. 2). Table 1 Installation Demographics MARINE CORPS BASE CAMP BUTLER, OKINAWA Active Duty Percent Male Female Married Officer 1, % 92.7% 7.3% Enlisted 11, % 90.8% 9.2% Total 13, % 91.0% 9.0% Asian Black Hispanic White Other/Unknown 4.5% 12.8% 13.8% 63.6% 5.4% Yrs Yrs Yrs Yrs 51+ Yrs

15 15 38% 41% 17% 5% 0.00% Marine Corps Retirees w/in a 50 Mile Radius Marine Corps Family Members on base w/in a 50 Unable to Determine Mile Radius 15,917 From The Marine Corps A Young and Vigorous Force Demographics Update, Dec There are six, geographically separate Marine Corps installations on Okinawa, each with its own education center. An education center is a central office on the military installation where Marines can obtain academic guidance counseling, education information, attend various education briefs on topics such as tuition assistance, commissioning programs, Leadership Scholar Program, GI Bill Benefits, financial aid resources, United Services Military Apprenticeship Program (USMAP), and receive assistance with choosing a college, a major, applying for college, and general academic advisement. The education center is staffed by one Education Services Officer, who serves as the director of the education program, with a team of academic guidance counselors, education technicians, testing personnel and transition readiness advisors throughout the six Marine Corps camps on Okinawa. Each education center on Okinawa is similar, with the main education centers at Camp Foster and Camp Hansen being the largest, followed by smaller education centers at Camp Kinser, Camp Courtney, Camp Schwab, and Marine Corps Air Station Futenma. The northern camp education centers (Camp Schwab and Camp Hansen) have a more mobile population of Marines and are traditionally populated with Marines who are in infantry positions. The Camp Foster Marines traditionally hold support roles such as IT, postal services, headquarters administration, etc. Marines at Marine Corps Air Station Futenma are traditionally in aircraft support roles. Each of the military services has a Voluntary Education Program. The Voluntary Education Program maintains and operates all educational activities on a military installation such as academic

16 16 skills development, high school completion, career technical education, undergraduate and graduate degree programs information and administers the tuition assistance for military members (Department of Defense Instruction , March 15, 2011). The Voluntary Education Program refers to the military services off-duty, adult education program, education centers and personnel who provide educational counseling, and seminars on various educational topics, such as the GI Bill, application to college, career counseling, military tuition assistance, financial assistance, and various Marine Corps specific educational programs. The population of students enrolled in off-duty voluntary education is predominately young, first-term Marines, family members and DoD civilians. There are approximately 30,000 active duty military service members, 1,400 DoD civilians, 700 DoD Dependent School teachers and staff, and 25,000 U.S. family members (Kadena Air Base Fact Sheet, October 2012). Most Marine students are first-generation college students who entered the Marine Corps as a means to pay for their college education. They are frequently attracted to the education benefits when they are recruited into the military and plan to go to college when they join the military. Marketing the Marine Corps Education Program on Okinawa is ongoing throughout the year. In additional to in-house flyers, massive distributions, social media, web, radio programming, advertising on marquees and contacting Marine Corps unit leadership, the Marine Corps Community Services has a marketing department that can assist with marketing materials and distribution for the education program to help get the word about resources and services to Marines on Okinawa. Weekly education briefs are advertised to all Marine Corps camps on Okinawa and Facebook is also used to advertise. Contracted Schools on Okinawa

17 17 There are currently five contracted U.S. institutions that provide face-to-face classes and degree programs in the Pacific through an Air Force contract. The schools serve five-year contracts, with the current contract set to expire in July 2015, upon which time new contracts will be awarded for four to five schools depending on what offerings they will fulfill in the new contract (e.g. undergraduate education, technical/vocational education, graduate education). The institutions that are currently serving under the education contract in the Pacific are: (1) Central Texas College, (2) The University of Maryland University College, (3) Bowie State University, (4) Troy University, and (5) and the University of Phoenix. The Education Services Officer (ESO) at each military installation is normally a DoD civilian employee who oversees and manages the voluntary education program and services provided at the military installation. As the subject matter expert on higher education for the installation, the ESO is required to be qualified in the Education Services Series This DoD civilian series includes the requirement to have a four year degree with 24 semester hours in the following areas of study: Tests and Measurements, Adult Education, Education Program Administration, Career Development or Design, Teaching Methods, Guidance and Counseling, Career Planning, and Occupational Information. At least one class must be in Tests and Measurements or Adult Education. The ESO s responsibilities include oversight of the schools offering classes at their respective installation(s), conducting quarterly quality assurance surveys, student surveys, meeting with the leadership of each institution throughout the year on issues or concerns, reviewing and approving class schedules, working with military units to provide specialized training requests through the contracted schools, managing a Defense Activity for Non-Traditional Educational Support (DANTES) Testing Office, and providing recommendations and meeting the educational needs of the military community. Institutional Overview

18 18 The contracted schools began offering adult education college courses and degree programs in Asia in Classes are offered on all military installations on Okinawa in eight-week academic sessions year-round. Central Texas College (CTC) Central Texas College has been in Asia since the early 1980 s. It is accredited through the Southern Association of Colleges and Schools and its main campus is housed in Killeen, Texas. The Pacific Far East Campus offers Associate in Arts and Associate in Science degrees in Applied Management, Criminal Justice, Early Childhood Education, General Studies, Hospitality Management, Information Technology and Network Systems Administration. University of Maryland University College (UMUC) University of Maryland University College was the first to begin offering classes in Asia over fifty years ago. They are accredited by the Middle States Association of Colleges and Schools and are an umbrella of the University of Maryland system in College Park, Maryland. Currently, UMUC offers certificates in Accounting, Computer Studies, Foreign Language Area Studies (Korean and Japanese), and Management. They offer Bachelor of Arts and Bachelor of Science degrees in Accounting, Business Administration, Communication Studies, Computer & Information Systems, Criminal Justice, Digital Media & Web Technology, East Asian Studies, English, General Studies, History, Humanities, Human Resource Management, Information Systems Management, Management Studies, Political Science, Psychology, and Social Sciences. Bowie State University Bowie State University is overseen by UMUC in an administrative capacity under the education contract and offers National Council for the Accreditation of Teacher Education (NCATE) Bachelor of

19 Science degree programs in Elementary Education or Secondary Education in English, History, and Social Sciences. 19 Troy University Troy University is accredited through the Southern Association of Colleges and Schools. Troy University has been offering graduate level programs in Asia since the early 1990 s. They currently offer the Master of Science degree in International Relations. Troy University was founded in 1887 and is a public university located in Troy, Alabama. The institution offers associate, bachelor s, master s, education specialist and doctoral degrees. The university has had a long-standing relationship with the U.S. military since the 1950 s and operates a TROY Global Campus where they offer extension courses both face-to-face and online to active duty members at military installations around the world. Courses are offered in the evening and in weekend formats. The University of Phoenix The University of Phoenix is accredited by the North Central Association and has been offering graduate programs in Asia since They offer the Master of Business Administration degree, the Master of Education in Adult Education & Training, Elementary Education, Secondary Education, Special Teacher Education, and Teacher Leadership, as well as the Master of Management degree. Marine Tuition Assistance Marines have the option to take college classes and pursue degrees during their off-duty hours utilizing the military tuition assistance benefits, which currently pay up to $4,500 per year in tuition benefits per Marine to pursue college credit towards vocational, associate, baccalaureate, and master s degree programs. In 2012, over 5,300 Marines utilized military tuition assistance and over $4.9 million

20 20 dollars in tuition assistance was authorized for Marines on Okinawa. Approximately 75% of tuition assistance was authorized for distance education classes online. Beginning in 2013, new rules regarding the qualifications to be authorized the use of Marine Corps tuition assistance were put into place. These new rules, which severely limited the predominately younger population of Marines on Okinawa, included a waiting period of 24 months of active duty service were completed, which equates to half of a Marine s initial four-year tour of active duty service. Thus, Marines who were serving their first four years of service have to wait until they have completed two years of service in the Marine Corps prior to being approved to use tuition assistance. As a result of this new tuition assistance policy, fewer Marines on Okinawa qualify to use their tuition assistance benefits and rely on either federal financial assistance or paying out of pocket for their education during the first two years of service. The Marine Corps Voluntary Education Program was the focus of this study as the researcher is currently employed as an Education Services Officer (ESO) with the Marine Corps at Marine Corps Base Camp S. D. Butler on Okinawa, Japan. The role of the ESO is to provide the leadership of the Voluntary Education Program (and in the case of the Marine Corps ESO, leadership for the library program) for their branch of service. There is also an ESO for the Air Force and the Army on Okinawa at their respective installations. The Marine Corps education centers on Okinawa provide face-to-face undergraduate classes to Marines, Sailors, Airmen, Soldiers, family members and DoD civilians. In 2012, 368 face-to-face classes were offered with 4,782 enrollments. Face-to-face classes are held during 8-week terms, five terms per year. Marines on Okinawa The findings of this study serve to assist the Marine Corps Voluntary Education Program on Okinawa to further meet the transitional and educational needs of Marines who are preparing to enter

21 institutions of higher education by providing additional services at the education centers prior to their departure from the Marine Corps. 21 The Marine Corps manpower is currently at 202,000 members. By 2017, the Marine Corps plans to reduce its manpower to 174,000 as has traditionally been done after each major military conflict is over. There is currently urgency among the military services to prepare exiting service members for their transition to civilian life as evidenced by the recent addition of the weeklong Transition Readiness Seminars (TRS). The TRS is a five-day DoD mandated program to assist all service members to obtain information on transition services prior to leaving active duty service. It is a program that is run in coordination with the Department of Veterans Affairs and the Department of Labor. The TRS includes three days of a core curriculum, which includes topics such as resume writing and interview skills, employment, personal budgeting, and veterans benefits. In addition, there are two days of military to civilian pathways that service member can choose from that meets their individual goals: University/College, Vocational/Technical training, Employment, or Entrepreneurial endeavors. The Marine Corps Voluntary Education Program conducts the instruction and counseling for the College/University Pathway and a supplemental, two-day Accessing Higher Education workshop. Transitioning Marines predominately have plans to return to the United States after leaving active duty to either find a civilian job or begin/resume their college education. They oftentimes return to their state of residency where they have the support of family and friends, as well as eligibility for the in-state residency rates to attend face-to-face or online college/universities. There is also a very small population of Marines who elect to separate from service on Okinawa, marry Japanese women, and utilize their G.I. Bill benefits at the adult education programs offered on military installations through one of the five contracted schools on island. Although most students study for a period of time while stationed on Okinawa, there are approximately 200 students each year who graduate on island and participate in commencement ceremonies. Only a handful complete their entire degree on Okinawa.

22 22 Most students have a culmination of many years of study as adult students who piece together a degree from several institutions, including online learning as a result of the frequent movement in the military lifestyle. Research Questions Informed by the theoretical lenses of Schlossberg s Theory of Transition, and Mezirow s Transformative Learning Theory framework, the following research question and sub-questions were reviewed in this study: 1. How can the Marine Corps Voluntary Education Program on Okinawa best prepare Marines to successfully transition to civilian life and pursue higher education? a. How have military training and experiences prepared or neglected to prepare Marines transitioning to civilian life and higher education? b. To what extent does education, career counseling and transition services prepare Marines for transition to a civilian life? Overview of Theoretical Framework This study, viewed through the lens of Schlossberg s Theory of Transition and Mezirow s Transformative Learning Theory, investigated the researcher s desire to provide cohesive services in the Marine Corps Voluntary Education Program to meet the educational needs, career goals and transition services for Marines transitioning to civilian life. The Schlossberg Theory of Transition The Schlossberg Theory of Transition has been defined as how individuals cope with transitions or changes in their lives (Schlossberg, 1981, p.2-18). Student veterans are more likely to experience many types of transitions when returning to civilian life and institutions of higher education as they

23 23 transition from military to civilian life and are responsible for their own decision-making. The transition theory is valuable in helping to understand how student veterans can learn from their transitional experiences of serving in the military to becoming college students. Schlossberg s Theory of Transition describes the transition that individuals experience by identifying the type of transition, the degree to which one s life has been altered, where one is in the transition process, and the resources one can apply to making it a success (Schlossberg, 2011, p. 161). The theory provides an avenue to analyze transitions that individuals take when they are experiencing a major life event such as embarking on a career, switching careers, moving, retiring, or leaving the military and becoming a civilian. According to Schlossberg, there are four features that describe transitions, which she refers to as the 4 Ss. They include situation, self, support and strategies, and can be utilized for personal life transition experiences (Schlossberg, 2011, p. 160). Situation refers to the situation unique to the individual in transition, such as their situation at home, in their professional life, and with family members they may be helping to care for. Self refers to the transitioning individual s coping skills such as their disposition toward the impending transition. Support refers to services, resources and people who are accessible to support a transitioning individual. Strategies refer to how a person in transition copes with the transition. Schlossberg indicates that the more strategies they are equipped with, the better the transition experience will be (Schlossberg, 2011, pgs ). Education professionals can also find the theory useful in assisting student veterans in their successful academic transition. The 4 S system assists individuals adjust to change and find resources to support them in their transition. The Transition theory is closely related to the Transformative Learning theory. Both theories strive for individuals to find meaning from their lived experiences. In the case of student veterans, the transition from full-time military work to life as a student is further complicated by their transition from military service, which currently may include experiences in combat zones in Iraq and Afghanistan.

24 24 The Transformative Learning Theory Mezirow s Transformative Learning Theory framework was used as a lens to focus the study on adult transition of student veterans, student needs assessments, student adjustment, and access to education and civilian career opportunities. Transformative Learning is learning that takes place as a result of a problem in order to create meaning of one s life. Mezirow identified stages of transformative learning as experiencing a disorienting dilemma, self-examination, critical assessment of assumptions, recognizing that others have gone through a similar process, exploring options, formulating a plan of action, and reintegration (Caffarella & Merriam, 1999, p. 320). Transformative learning is instrumental in the transition process for student veterans. The military life is one filled with structure, authoritative orders, and for the most part, most decisions made on one s behalf. For the student veteran, however, there will be many decisions to be made on their own once they leave the confines of the military. Transformative learning is important from an educational perspective as veterans transform from military customs to civilian life on college campuses and become autonomous thinkers. Review of the Literature A survey of the literature pertaining to this study led to additional literature regarding support for student veterans, transition programs, student needs assessments, and adult transition. Literature regarding the transition issues currently affecting student veterans was analyzed from the work of researchers such as Clemens and Milsom (2008), Rumann and Hamrick (2009), Naphan (2011), Ackerman, DiRamio and Mitchell (2009) and Schlossberg, Waters and Goodman (1995). Secondly, current practices in postsecondary education to assist veteran students were reviewed from the work of researchers such as Vance and Miller (2009), Wise (2011), Burnett and Segoric (2009), and Ford, Northrup and Wiley (2009). Finally, other related literature pertaining to this study in the area of Post- Traumatic Stress Disorder (PTSD) was reviewed, as it is prevalent amongst the current population of

25 student veterans entering higher education. The work of Widome, Kehle, Carlson, Laska, Gulden, and Lust (2011) was analyzed. 25 Research Design Creswell (2007) identified phenomenological research as a strategy that is suited for research to study individuals lived experiences. The researcher attempts to understand individuals experiences by listening to them and determining how individuals make sense of their experiences. The researcher conducts individual interviews, focus groups, and then interprets the data based on statements that help explain a phenomenon. The Interpretative Phenomenological Analysis theory is ideal when the researcher is interested in determining how individuals make sense of a major transition in their life (Creswell, p. 3). The study consisted of ed surveys to Marines stationed on Okinawa, Japan who are transitioning from active duty service to civilian life within a year. An analysis was conducted on the current education program, transition assistance program, curricula, and educational counseling available to determine how Marines are currently prepared for higher education prior to leaving the military. A discussion focus group with various education personnel from the Marine Corps Voluntary Education Program on Okinawa was also conducted with the researcher. In addition, observations of the Marine Corps Transition Assistance Program, Tuition Assistance, and College101 briefs were conducted. Participants were purposefully selected by meeting the following criteria: first-term Marines (those who are serving within their first four years of active duty) and who are stationed in Okinawa, Japan; participants between years of age; and a mix of female and male Marines from various racial backgrounds and career fields. Participants were identified and recruited through the academic guidance counselors and TRS advisors assigned at six geographically separate Marine Corps education

26 26 centers on Okinawa, Japan. The academic guidance counselors are DoD civilians who serve as the equivalent to academic advisors in the military services Voluntary Education Program. There is one guidance counselor assigned to each of the six Marine Corps camps on Okinawa. The guidance counselors provide many education briefs, one-on-one counseling, proctor examinations, oversee the education center facility needs, and work with the contracted schools at their respective camps to insure the education program is meeting the needs of the Marine Corps community. The pre-selected Marines were asked to participate in an online survey. Participants were provided a Web-Based Informed Consent form, which insured their anonymity. The survey was conducted online and consisted of thirteen open-ended questions. The sample size was eleven participants. The investigator reviewed the results of the survey data to determine the emergence of clear themes. Following the survey, a discussion focus group was conducted with various personnel who assist transitioning Marines by the investigator to determine additional needs identified in TRS Seminars, including the types of one-on-one assistance requested and provided by the TRS advisors, the TRS advisors perceptions of Marines concerns regarding their transition to college, frequently asked questions, and programs and services recommended by education center personnel. There are three Transition Readiness Seminar advisors employed by the Marine Corps Voluntary Education Program on Okinawa. The researcher conducted a discussion focus group with education personnel that consisted of nine questions that were determined after the survey with the Marines was completed. These nine questions were designed to provide additional information from the education personnel s first-hand accounts assisting Marines. Justification

27 27 All literature reviewed for this study emphasized a lack of research in the area of transition of military service members to civilian life and college campuses. This became a more urgent matter as President Obama began the drawdown of the troop presence in the Middle East in As a consequence, the Marine Corps population on Okinawa will eventually be reduced, as will the general population of active duty Marines nation-wide. With the drawdown of troops, come several other factors that impact the urgency for the need of additional studies in this area. Many service members are choosing to leave the military services and enter into civilian careers and/or institutions of higher education, while many more are likely to be involuntarily separated from the military services as they are downsized due to impending budget cuts. This will lead to a large influx of student veterans entering higher education, especially as they will have the financial backing of the GI Bill to pay for their education and living expenses. The Marine Corps Voluntary Education Program on Okinawa is preparing to provide appropriate services to ease the transition for Marines to civilian life. The findings of this study may assist current practitioners in the military services Voluntary Education Programs as they continue to prepare and provide appropriate educational services to military members in preparation for a successful transition to civilian life and higher education. A review of existing literature revealed this topic of research is more cohesive to an interpretive phenomenological theory research paradigm. As this is a relatively new topic of study, quantitative data was scarce or non-existent due to the severe lack of previous studies on this topic. Through this study, more information was gleaned from first-hand accounts of participants in this area of research. The current, existing literature is limited to how education professionals can assist student veterans once they arrive on campus. However, this investigation focused on how the Marine Corps Voluntary Education Program can help to prepare military service members transition to life as student veterans prior to leaving active duty service.

28 28 Chapter Two: Literature Review Introduction The focus of this literature review was an exploration of the educational needs of Marines transitioning to civilian life and becoming college students. A survey of the literature pertaining to the transition of military service members to civilian life, work and education was conducted. Specifically, literature pertaining to the current issues affecting student veterans, current practices in higher education to assist student veterans, and transitional programs that need to be explored to identify the extent of education, career advisement and transitional service programs to help Marines adjust to their transition process was explored. These guiding themes were used to further develop the study. Currently, there is a gap in published, peer-reviewed literature pertaining to student veterans from the Iraq and Afghanistan war era to the present (DiRamio et al., 2008; McBain et al., 2012; Zinger and Cohen 2010). This generation of veterans is entering institutions of higher learning where education professionals are just now scratching the surface on providing appropriate student services to this unique population of students. Without peer-reviewed studies, student services professionals are learning and providing services as they see the need for veterans assistance arise on their campuses. Despite the long history of veterans education benefits and the presence of veteran students on campuses, relatively little research has been conducted on effective campus programs and services that successfully aid veterans in their college transition, according to McBain (McBain et al., p. 11). As student veterans arrive on campus utilizing their Post-9/11 GI Bill tuition benefits, student affairs professionals are learning firsthand that the needs of current student veterans are different from the average adult, transfer student as they have different needs for services such as Veterans Affairs benefit counseling, transition services, Post-Traumatic Stress Disorder and/or Traumatic Brain Injuries, military service credit transferability, and global life experiences. Institutions are setting up veteran-friendly offices that are designated to assist the specific needs of student veterans, with 62% of institutions who responded to a 2012 American

29 29 Council on Education (ACE) survey indicating they now have services for student veterans (McBain et al., p. 7). The most frequently used on-campus services include VA educational benefits counseling, financial aid, tuition assistance and social/cultural events (McBain et al., p. 8). Veterans themselves are also contributing to this area of need through organizations such as the Student Veterans Organization (SVA). The SVA was organized after student veterans from World War II came together to form peerto-peer support groups to serve their specific needs such as assistance with transition, housing, and readjusting to civilian life and college. The current generation of veterans returning from the long war in the Middle East faced issues upon arriving on college campuses also. They experienced a lack of support services for veterans on campus, which resulted in the greatly expanded SVA chapters throughout the world where veterans have settled and banded together on campuses to assist one another. The SVA was formed in January 2008 to provide the resources, programs and support network for student veterans on a national level (Student Veterans Association). The mission of the SVA is to provide military veterans with the resources, support, and advocacy needed to succeed in higher education and following graduation (Student Veterans Association). The SVA has student veteran group chapters at 950 locations, mostly on college campuses throughout the world. It is a non-profit organization that provides a network for veterans attending college. Support services are in place for student veterans to provide them programs, access to VA resources, and to insure that veterans needs are met once they leave the military and arrive on college campuses. The military services transition programs have begun to take shape to provide the entire continuum of services needed for military members as they transition out of military service and transition into civilians and student veterans. The Transition Assistance Program (TAP) is now a oneweek mandatory program for all service members leaving active duty between 3-24 months prior to separation from the military. Current Issues Affecting Student Veterans